Multiple feedback for written tasks carried out by Chinese learners – Retention
DOI:
https://doi.org/10.21814/diacritica.4998Keywords:
Writing tasks, Feedback, Retention, Chinese learnersAbstract
In this paper, we describe the various ways of giving feedback to learners, in this case Chinese, after completing a written task, as well as the process we haveadopted to make the correction process more efficient and effective. Thus, in the theoretical part of this study, we address the feedback given by peers (classmates), and feedback that involves the teacher, not only written (direct and indirect), but also teacher-student conferencing. In the practical part of this paper, weanalyze how the adopted ‘method’ of correction and rewriting makes the process more reflective and thoughtful, not only improving the written tasks, but also leading students to retain the aspects understood and corrected, even if this retention is not absolute in the majority of the cases.
References
Ellis, R. (2010). Epilogue: A framework for investigating oral and written corrective feedback. Studies in Second Language Acquisition, 32(2), 335–349. https://doi.org/10.1017/ S0272263109990544 DOI: https://doi.org/10.1017/S0272263109990544
Ferris, D. (2011). Treatment of error in second language student writing (2nd edition). Michigan: University of Michigan Press. DOI: https://doi.org/10.3998/mpub.2173290
Gonçalves, L. (2011). A formação da interlíngua dos aprendentes chineses: Aprendizagem do uso do pretérito imperfeito versus pretérito perfeito simples do indicativo (Dissertação de Mestrado, Univ. do Porto, Porto). Consultado em http://hdl.handle.net/10216/56983
Gonçalves, L., Figueiredo, C., & Jatobá, J. (2019). ‘Feedback para que te quero?’ – Estudo sobre o feedback direto e indireto em tarefas de escrita. Diacrítica, 32(2), 315–343. DOI: https://doi.org/10.21814/diacritica.444
Hyland, K. (2003). Second Language Writing. UK: Cambridge University Press. DOI: https://doi.org/10.1017/CBO9780511667251
Hyland, F., Nicolás-Conesa, F., & Cerezo, L. (2016). Key issues of debate about feedback on writing. In R. M. Manchón & P. K. Matsuda (Eds.), Handbook of Second and Foreign Language Writing (Vol. 11, pp. 433–452). Berlin: De Gruyter Mouton. DOI: https://doi.org/10.1515/9781614511335-023
Liu, J., & Hansen, J. G. (2002). Peer response in second language writing classrooms. Michigan: University of Michigan Press. https://doi.org/10.3998/mpub.9361097 DOI: https://doi.org/10.3998/mpub.8952
Polio, C., & Friedman, D. A. (2017). Understanding, Evaluating, and Conducting Second Language Writing Research. New York: Routledge. https://doi.org/10.4324/ 9781315747293 DOI: https://doi.org/10.4324/9781315747293
Storch, N., & Aldosari, A. (2012). Pairing learners in pair work activity. Language Teaching Research, 17(1), 31–48. https://doi.org/10.1177/1362168812457530 DOI: https://doi.org/10.1177/1362168812457530
Storch, N., & Wigglesworth, G. (2010). Learners' Processing, Uptake, and Retention of Corrective Feedback on Writing. Studies in Second Language Acquisition, 32(2), 303–334. https://doi.org/10.1017/S0272263109990532 DOI: https://doi.org/10.1017/S0272263109990532
Wigglesworth, G., & Storch, N. (2012). Feedback and writing development through collaboration: A socio-cultural approach. In R. Manchón (Ed.), L2 writing development: Multiple perspectives (pp. 69–100). Berlin: De Gruyter. https://doi.org/10.1515/ 9781934078303.69 DOI: https://doi.org/10.1515/9781934078303.69
Zhang, F. F. (2017). Avaliação de desempenho e reescrita como oportunidades de aprendizagem da escrita em português por alunos chineses (Tese de doutoramento, UFRGS, Rio Grande do Sul). Consultado em http://hdl.handle.net/10183/170384 .
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Liliana Gonçalves
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
